By conducting imagined dialogues between selected literary works - Eastern European on one hand, American and English on the other - this book proposes an effective way of reading literature, one that goes beyond the narrowing categories of contemporary critical trends.

How would Plato have responded if his student Aristotle had ever challenged his idea that our senses perceive nothing more than the shadows cast upon a wall by a true world of perfect ideals? What would Charles Darwin have said to Karl Marx about his claim that dialectical materialism is a scientific theory of evolution? How would Jean-Paul Sartre have reacted to Simone de Beauvoir’s claim that the Marquis de Sade was a philosopher worthy of serious attention? This light-hearted book proposes answers to such questions by imagining dialogues between thirty-three pairs of philosophical sages who were alive at the same time. Sometime famous sages get a much rougher handling than usual, as when Adam Smith beards Immanuel Kant in his Konigsberg den. Sometimes neglected or maligned sages get a chance to say what they really believed, as when Epicurus explains that he wasn’t epicurean. Sometimes the dialogues are about the origins of modern concepts, as when Blaise Pascal and Pierre de Fermat discuss their invention of probability, or when John Nash and John von Neumann discuss the creation of game theory. Even in these scientific cases, the intention is that the protagonists come across as fallible human beings like the rest of us, rather than the intellectual paragons of philosophical textbooks.

Suppose you could ask God any question and get an answer. What would it be? Young people all over the world have been asking those questions. So Neale Donald Walsch, author of the internationally bestselling Conversations with God series had another conversation. Conversations with God for Teens is a simple, clear, straight-to-the-point dialogue that answers teens questions about God, money, sex, love, and more. Conversations with God for Teens reads like a rap session at a church youth group, where teenagers discuss everything they ever wanted to know about life but were too afraid to ask God. Walsch acts as the verbal conduit, showing teenagers how easy it is to converse with the divine. When Claudia, age 16, from Perth, Australia, asks, "Why can't I just have sex with everybody? What's the big deal?", the answer God offers her is: "Nothing you do will ever be okay with everybody. 'Everybody' is a large word. The real question is can you have sex and have it be okay with you?" There's no doubt that the casual question-and-answer format will help make God feel welcoming and accessible to teens. Conversations with God for Teens is the perfect gift purchase for parents, grandparents, and anyone else who wants to provide accessible spiritual content for the teen(s) in their lives.

When Africans dialogue with citizens of the United States of America, the continent in its parts through the perspectives of nationals engage each other in conversations. The conversations flow like streams in many directions yielding fruits of different sorts. It is possible for a systematic observer-researcher to fish out important themes and ideas. This book, Diaspora and Imagined Nationality: USA-Africa Dialogue and Cyberframing Nigerian Nationhood, traces the hegemony of Western ideas in postings and conversations online. In the process it frames Nigeria''s presence online as a postcolonial nation (or nation space) through various communicative activities of citizens at home and in the diaspora. These communicative activities and political activism have led to a wide range of scholarly interrogations and interventions in media, communication, and migration studies against the backdrop of globalization, democratization, and modernization theories. It has been amply documented that communication and social interaction produce ideas that can be evaluated along the lines of deliberative democracy. These approaches have produced outcomes without the benefit of the complex debates, dialogues, and disagreements that come with popular participation and creation of variegated knowledge by a collective. As part of the conclusion, the study posits that the concept of nationhood is not fixed but is a symbolic construct that evolves through unstructured conversations, sharing, and intense debates. This book navigates the unstructured virtual terrain of dialogues, debates, and seas of information available online. One of the objectives of this book is to bring together the multiple voices and transitions of individuals who left their home-countries to new host-communities by attending to one of the fruits of this technology-driven mode of communication and knowledge production. Diaspora and Imagined Nationality does not pretend to be a universal representation of all Nigerians in the diaspora; it instead focuses on what a small group of intellectuals of African descent and their friends talk and gripe about, and how these themes affect the larger collective. This book is part of the African World Series, edited by Toyin Falola, Jacob and Frances Sanger Mossiker Chair in the Humanities, University of Texas at Austin. "The world wide web''s impact on global communication has been phenomenal and it is becoming increasingly more so as technology advances. As a result of this, institutions and individuals are able to share ideas on the internet. The Nigerian Community is not immune to this activity and this brilliant book examines various issues that are developing from online discussions amongst Nigerians in the diaspora. Thus, Odutola explores how and why the notion of National Identity plays a significant role in online conversations. For him, Cyberframing Nigerian nationhood has created a radical new way of discussing the idea of the Nation as it has also allowed marginalised communities and people to (re) tell their own stories and create their own concepts of National identity without fear of being subjugated or challenged by dominant groups. Since the issue of National identity is now in cyberspace, it allows for endless definitions and discussions of this already complex concept and raises such question like ''Whose National Identity is it anyway?'' Overall, it is remarkable to see how communities in the diaspora have found their voices in their new ''imagined spaces'' on line to make ideas, discussions and projects become real." -- Ekua Andrea Agha "Among other things, information and telecommunications technology has made it possible to expand the meaning of community without propinquity. This book shows that despite the ongoing Diasporization of Africans as a result of the world''s most recent encounters with globalization, epistemic communities are in formation. These communities are composed of people who remain concerned about their countries of origin, and those who study those countries, engaged in conversation with people located there on matters of common concern and interest. The book in particular, considers the nature, forms, content and meanings of conceptualizations of nation, as well as discourses of nationalism by Nigerians at home and abroad, and consequences of these discussions and debates on clarifying what it means to be a nation. It is well-researched, thought-provoking, and constitutes a significant contribution to Nigerian, African, and Communication Studies." -- Mojubaolu Olufunke Okome, Professor, Brooklyn College CUNY "A wonderful read! One of the most original contributions to the cutting-edge body of work on netizenship and the public sphere in Africa. Theoretical acuity meets narrative savvy in Kole Odutola''s brilliant study of the impact of the USA-AfricaDialogue listserv on African studies. This book should be read and reread by all lovers of Africa and knowledge!" -- Professor Pius Adesanmi, Winner, the Penguin Prize for African Writing "Koleade Odutola''s recent book provides an essential scholarly contribution to two areas of digital humanities that one can argue are still under-theorized--Africa''s digitalscape and its relationship with the post-colonial emigres living in the West." -- Africa: Journal of the International African Institute "[A]n essential scholarly contribution to two areas of digital humanities that one can argue are still under-theorized--Africa''s digitalscape and its relationship with the postcolonial emigres living in the West." -- Journal of Africa Featured in The Nation Online, December 2014

A Curriculum of Imagination in an Era of Standardization In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education [Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an “imaginary” dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.